Конспект урока по теме "What do You Want of Your Future Job?" (11 класс)
план-конспект урока по английскому языку (11 класс)

Тема урока: What do You Want of Your Future Job?

Тип урока: урок творческого применения предметных знаний, умений и навыков

Формы работы на уроке: фронтальная (беседа «Учитель-Класс»), индивидуальная (на этапе целеполагания), работа в мини-группах (решение проблемного задания, презентация промежуточных результатов, взаимооценка)

Используемые педагогические технологии: технология коммуникативного обучения, технология развития критического мышления, технология группового обучения

Цель урока: совершенствовать умения учащихся решать учебные задачи проблемного характера и создавать собственный языковой продукт

Задачи урока:

1)  предметные:

- совершенствовать умение обучаемых читать текст с полным извлечением информации;                                                     - совершенствовать умение  обучаемых  высказывать  своё мнение и аргументировать его;

- совершенствовать умение  обучаемых  работать в мини-группах.

2) метапредметные:

-  удерживать цель деятельности до получения ее результата;

- оценивать весомость приводимых доказательств и рассуждений;

- презентовать подготовленную информацию в вербальном виде;

- выделять существенное и несущественное в предложенной информации;

- выполнять учебные задачи, не имеющие однозначного решения;

- высказывать предположения, обсуждать проблемные вопросы;

- воспринимать текст с учетом поставленной учебной задачи, находить в тексте информацию, необходимую для ее решения;

- составлять небольшие устные монологические высказывания, «удерживать» логику повествования, приводить убедительные доказательства.

Обеспечение урока: раздаточный материал (текстовые материалы, карты взаимооценки)

Ход урока

1. Организационный момент.

Взаимное приветствие учащихся и учителя, обращение учителя к учащимся, положительная психологическая установка на урок.

2. Стадия вызова.

Teacher: This year is very important to you because you must decide on your future career. Before choosing a job you have to ask yourselves some questions. Your answers to them may help you make the right choice.

What questions would you ask?                                                  

(Учащиеся задают вопросы)

3. Целеполагание.

(Возможны два варианта.)

Teacher: A) There is one more question which is extremely important to answer if you want to find a suitable job. Unfortunately, you didn’t come up with it. Don’t worry. I’ll help you to guess what question I mean.

B) In my opinion, one of these questions is the most important. Because if you want to find a suitable job, it is essential to answer it. Do you want to know which question I mean?

- Read the beginning of a conversation and try to guess. But you have to complete the text with the derivative of the word in bold.

(Учащиеся читают текст.)

- Hi, Carol! How were your exams?

- Nice of you to ask about them. Everything’s all right. Thanks.

- Is it? You look worried. Is there anything wrong?

- No, everything’s all right, but when we were waiting for the results of the exam, we spoke about our future and our career plans. You know, I was the only one who hadn’t decided yet.

- Well, let’s try to find out what kind of job could be suitable for you.

-  But I don’t even understand what I really want for a career. I need some help … or some direction.

- It’s quite easy. You should write down a list of jobs that you think may be most suitable for you and see which best fit the traditional …  REQUIRE.

- What are they?

- They are the necessary things you want of your future job.

- I see.  

Teacher: What question have I been talking about?  

Students: What are the most important job requirements?

4. Организация восприятия и осмысления новой информации.

Teacher: Almost every job has a list of requirements that includes working skills, qualifications, work experience, and other things. But your future job must also satisfy your requirements. I mean the necessary things you want of your future job. Will you say yes to the first place that will come along? Or will you try

to find something that better matches what you want? Of course, it’s your choice. Anyway, it’s a good idea to make a list of items that you want of your ideal job and then evaluate each job requirement. Your list can be as long or as short as you wish.

I know you like problem solving tasks, don’t you? So in today’s lesson you’ll try to make a kind of wish lists of the ingredients in an ideal job.

- Read an extract from Simon’s autobiography. Discuss it in your groups and try to make a list of essential job requirements. In order to make your task a bit easier I offer you a number of questions. They can help to be focused on the necessary aspects of problem solving.

- Decide which requirements are top (bottom) of your list.

- Then share your ideas.

You have 10 minutes to do the task.

(Учащиеся текст и обмениваются идеями.)

Although I left university with a good degree, I suddenly found that it was actually quite hard to find a job. After being unemployed for a few months, I realised I had to take the first thing that came along or I’d be in serious financial difficulties. And so, for six very long months, I became a market research telephone interviewer.

        I knew it wasn’t the best company in the world when they told me that I’d have to undergo three days of training before starting work, and that I wouldn’t get paid for any of it. Still, I knew that the hourly rate when I actually did start full time would be a lot better than unemployment benefit. So, I thought of the money I’d earn and put up with three days of unpaid training.

        However, I wasn’t prepared for the way I would be treated by the supervisors. It was worse than being at school. There were about twenty interviewers like myself, each sitting in a small, dark booth with an ancient computer and a dirty telephone. The booths were round the walls of the fifth floor of a concrete office block, and the supervisors sat in the middle of the room, listening in to all of our telephone interviews. We weren’t allowed to talk to each other, and if we took more than about two seconds from ending one phone call and starting another, they used to shout at us to hurry up and get on with our jobs. We even had to ask permission to go to the toilet. I was amazed how slowly the day went.

        It wouldn’t have been so bad if what we were doing had been useful. But it wasn’t. Most of our interviews were for a major telecommunications company. We had to ring up businesses and ask them rather boring questions like, “Is your telecom budget more than three million pounds a year?” And so the day went on.

        The most frightening aspect of the job was that I was actually quite good at it. “Oh no!” I thought. “Maybe I ‘m destined to be a market researcher for the rest of my life.” My boss certainly seemed to think so. One day she ordered me into her office. ‘Simon,” she said, “I’m promoting you. From tomorrow, you’re off telecoms and onto credit card complaints. I’m sure you can handle it. There’s no extra pay, but it is a very responsible position.” When I heard that, I realised that this so-called promotion would promise no real career development.

        Three weeks later I quit. It was one of the best decisions I’ve ever made.        

GLOSSARY

booth [bu:o] – an enclosed space, big enough for one person, where you can do something without other people seeing or hearing you, especially vote or make a phone call

concrete [‘konkri:t] – a building material made by mixing sand, very small stones, cement, and water

destined [‘destind] – intended for some special purpose or a particular person

QUESTIONS

1. Did Simon have doubts about the company when they told him he wouldn’t receive payment for his training?

2. Did Simon like the conditions and the atmosphere in his workplace?

3. Did Simon find his job useful?

4. What was unusual about Simon’s promotion?

5. Творческое применение полученных знаний.

Teacher: Now let’s write our wish list on the blackboard. Which requirements does it have to include?

(Учащиеся записывают список на доске.)

Teacher: Of course, a list doesn’t work for everyone. An ideal job list may work for certain people in certain situations. Every person’s situation is unique. It’s up to you what to put on your personal list. It would be a rare occasion to get absolutely everything you want in one job – perfect location, good salary, career opportunities, … If you find such a job, take it! Remember, the happier you are at work, the better chance you have for success!

6. Заключительный этап урока.

Teacher: I think you’ve done a good job today. Now I want you to evaluate your group work. Use the self -evaluation checklists.

(Учащиеся заполняют карты взаимооценки деятельности в группах.)

Cooperative Learning Self Evaluation

Name _______________________   Team ______   Date __________

Assign yourself a value for each listed attribute.

Values:   5 = Superior   4 = Above Average   3 = Average   2 = Below Average   1 = Weak

Teacher: At home you’ll do a challenging task as well. Write your recommendations to tenth-form students about how to make the right choice of a future career.